Activity 4 – The Define Phase

Completing my composite character profiles has given me some new insight into the adult student population that I often work with. It’s been around 3 years since I’ve started working on the hybrid learning project, but very rarely did anyone stop to think “as” the student. Instead we were thinking what “we” thought the students needed. Drawing from the focus group interviews and survey, I’ve been able to create 5 distinct students who would be taking courses in our adult high schools. Naturally some unexpected information was uncovered from speaking to students. For example, one would think that the reason a student attends a high school is to get a high school diploma, but for the majority of students spoken to (and surveyed), it seems that is not the case. Learning English, along with upgrading courses (already having a high school diploma) were the top reasons. Now that we have this knowledge, hybrid learning should adapt to the goals of our learners and not our perceived goals for the students.

In terms of the Define methods, I believe that the Point-of-View Madlib (Stanford University Institute of Design, 2016) along with finding themes (IDEO, 2015) makes the most sense as I have already been thinking along the lines of what are the needs for what groups. In addition, themes have organically been constructed revolving around access, time, knowledge, etc. I’ve found that many Define methods from the Bootcamp Bootleg and Design Kit are really closely linked together and can be used sequentially, if time allows. This process has really allowed me to step into the lives of our adult students and take a look around. Now for the next step of retreating out, so that I can put that knowledge into good use.



IDEO. (2015). Design Kit – Methods. Retrieved from

Stanford University Institute of Design. (2016). Bootcamp Bootleg.  Retrieved from

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